4
Asian Pacific American Student Services Example: PEER Mentoring Mission Statement: The PEER mentoring program pairs first year (freshmen and transfer) Asian Pacific American undergraduates in one-on-one mentoring relationships with trained, upperclass APA mentors. PEER helps first year APAs successfully transition to life on campus, through support for the academic, personal, and emotional journey. Additionally, PEER aims to enhance the help-seeking behaviors of APA undergraduate students.

5
Asian Pacific American Student Services PEER Linkages University Strategic Initiatives Met Span Disciplinary and School Boundaries to Focus on Problems of Societal Significance Student Affairs Strategic Initiatives Met Fostering an Intellectually Centered Student Culture –Students taking part in this program often use their mentors for academic questions, as well as personal questions. Inventing the Future of Student Services –The emphasis on helping students overcome a cultural aversion to seeking counseling is executed in an innovative approach that also serves a number of other functions. Promoting Local and Global Citizenship Creating a Culture of Evidence CAS Standards Met Interpersonal Competence Practical Competence Academic Success Personal Growth

6
Asian Pacific American Student Services PEER Learning Outcomes Educate: PEER mentors will be able to serve as an emotional and educational resource for their mentees. Engage: PEER mentors and mentees will build an open, dialogue-oriented relationship based on trust and confidentiality. Empower: PEER mentees and mentors will be able to explain the value of healthy help-seeking behaviors. PEER mentees and mentors will encourage the destigmatization of mental and emotional health issues in the APA community.

7
Asian Pacific American Student Services Mentee: Quant On a scale of 1 to 4 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree), please rate the following statements: –My PEER Mentor was someone I could easily talk to about different issues that came up throughout my freshman year. –My PEER Mentor was a useful resource for me- s/he could answer all my questions or refer me to somebody who could help me. –I had an open, dialogue-oriented relationship with my PEER Mentor. –The relationship with my PEER Mentor was based on trust. –The relationship with my PEER Mentor was based on confidentiality. –I had consistent communication with my PEER Mentor.

8
Asian Pacific American Student Services Mentee: Qual Do you think help-seeking behaviors (i.e., talking to a counselor, talking to an academic advisor) stigmatized in the Asian Pacific American community? Yes or No –Why or why not? What are some ways you can continue to lead a healthy lifestyle, mentally, emotionally and physically? How can you promote a healthy lifestyle for your family and friends? Additional Questions: PEER Mentee What did you find most valuable about being a PEER Mentee? Any other comments or questions?

11
Asian Pacific American Student Services Department Mission USC Asian Pacific American Student Services (APASS) is a multifaceted department focused on the education, engagement, and empowerment of students. APASS has a two-fold mission: to facilitate Asian Pacific American participation, dialogue, community-building, and empowerment, while at the same time, to serve as a source of cross- cultural educational programming for the entire campus.

12
Asian Pacific American Student Services Department Learning Outcomes Educate: –Students who participate in APASS programs will be able to identify at least three historical moments that have shaped the Asian American and Pacific Islander experience. Engage: –Students who participate in APASS programs will be better equipped to articulate the multifaceted nature of Asian American and Pacific Islander identity. Empower: –Students who participate in APASS programs will achieve a heightened awareness of key social issues and/or apply that awareness in their learning, decision-making, and action.

15
Asian Pacific American Student Services Lessons Learned How well are our questions measuring our learning outcomes? How can we improve the data collection process? What is the optimal timing for data collection? How useful is the information we are collecting?